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FORWARD PLANNING DOCUMENT

TERM/WEEKS:

2/ wk 1-4

YEAR LEVEL: 4

LEARNING AREA/TOPIC: Measurement and Geometry /

Using units of measurement

General Capabilities:

WESTERN AUSTRALIAN CURRICULUM

MATHEMATICS

 Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding Competence

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures

Asia and Australia’s engagement with Asia

Sustainability

Week 1 / Lesson

1

N & A

M & G

S & P

Use scaled

instruments to

measure and

compare

lengths,

masses,

capacities and

temperatures

(ACMMG084)

Prof

Understanding

Problem-solving

Reasoning

Fluency

SPECIFIC LESSON

OBJECTIVE

Create a measuring instrument using non-standard units to measure length.

Estimate and measure three objects using the device and record the results.

Discuss how the measuring instrument could be improved to make measuring easier.

ASSESSMENT (what & how)

Students
created scaled
measuring
device using
pop sticks: view
measuring
device, mark
checklist.
Students
estimated,
measured and
recorded length
of various
objects onto
activity sheet:
view Activity
Sheet 1, mark
checklist.
Students
discussed how to
improve
measuring
instrument:
checklist /
anecdotal notes

TEACHING & LEARNING EXPERIENCES (include learner diversity)

Introduction: Revisit “Millions to Measure” and discuss the importance of using same unit of measure.

Identify Lesson objectives (poster)

Tell students they going to create their own measuring instrument using a popstick as the unit of measure.

no overlaps)

(Understanding -

iteration, no gaps,

At educational risk students pair

with more capable students.

Activity: Provide materials, allow freedom to create (don’t prescribe). Students work in pairs to create measuring instrument. Students use device to estimate then measure objects listed on Activity Sheet 1 Make Your Own Measuring Instrument’.

 (Problem-solving - creating measuring device; reading and recording data)

Class Discussion

Discuss / compare measurements.

KEY

QUESTIONS

Why it is important to use the same unit of measure when measuring length?

RESOURCES

Millions to Measure by D Schwartz

Lesson Objectives poster.

Pop sticks, blue tack, paper tape, marker pens.

Measuring activity sheet1 ‘Make Your Own Measuring Instrument’.

sticks to measure the objects?
[sticks got in the way, fell off, difficult
to wrap around wrist]
How did you
find using
the pop
sticks to
measure?
Ask how the measuring could be
lengths can be marked on paper tape
and numbered to save repeated
lining up and counting]
(Reasoning)
How could
we make it
easier?
Have students make a second tape
by marking off the length of one pop
stick several times.
(Fluency)
Ask: where would you put the
numbers onto the tape? [Number
units from a zero starting point].
How is the
second tape
easier to
use than the
first?
Extension students – how can you
make measurement more accurate?
Encourage adding detail to scale to
identify parts of the whole unit. [fold in
half and hark midpoint, etc]
How do the
numbers
help?
Conclusion
Congratulate students on creating a
scaled measuring device using pop
sticks.
Check off Lesson objectives on
poster √.
Return excess materials to
containers. Hand in activity sheet and
scaled measuring tape with names
on back.

FORWARD PLANNING DOCUMENT

TERM/WEEKS:

2/ wk 1-4

YEAR LEVEL: 4

LEARNING AREA/TOPIC: Measurement and Geometry /

Using units of measurement

General Capabilities:

WESTERN AUSTRALIAN CURRICULUM

MATHEMATICS

 Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding Competence

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures

Asia and Australia’s engagement with Asia

Sustainability

 WEEK/ AUSTRALIAN CURRICULUM LINKS SPECIFIC LESSON ASSESSMENT (what & how) TEACHING & LEARNING EXPERIENCES (include learner diversity) KEY RESOURCES LESSON OBJECTIVE QUESTIONS N & A M & G S & P Prof Week 2/ Use scaled Understanding Identify, shade and label cm square graph paper to represent lengths of 1cm, a decimetre and 1metre. Identify, shade and label graph paper to represent lengths of 1cm, a decimetre and 1metre: view shaded graph paper, mark checklist and annotations. Millions to Measure by D Schwartz Lessons Introduction: Revisit “Millions to Measure” and discuss the metric system highlighted by the 4-page spread depicting a 1 metre snake alongside a one meter scaled ruler. 2 instruments to measure and Problem-solving compare lengths, Fluency masses, Looking at the ‘snake’, what can you tell me about the numbers and markings? Lesson Objectives on white board (WB). capacities and temperatures Locate and record onto Activity sheet 2 objects estimated to be 1cm, 10cm and 1 metre in length. Discuss lesson objectives. (ACMMG084) Tell students they are going to investigate the relationship between the units that measure length (mm, Project on WB 4-page spread showing 1 metre snake Estimate, measure and record objects 1cm, 10cm and 1 metre in length: review Activity sheet 2. cm and m). Ask “what do you notice What do you notice? [100cm in a Use a scaled metric ruler to measure and record actual length of objects. about the snake picture?” Activity: Give students cm graph metre, evenly paper. Ask them to shade in 1 square to show one cm length and label it spaced numbers, Centimetre grid paper (1 page per student) 1cm. smaller marks Repeat for 10 squares, labelling it 1 decimeter; and 100 squares for 1m (need to cut out multiple strips and between are mm] join them). (Understanding) Measuring activity sheet 2. (Record items estimated to be 1cm long,10cm long and 1m long) Students work with a partner to complete Activity Sheet 2: they locate multiple objects which they estimate to be around 1cm in length, also 10cm and 1m in length. (Problem-

Solve)

Students then use a scaled instrument (their shaded graph paper, ruler, tape measure) to measure the objects and write the actual length beside the estimates on Activity sheet 2. (Fluency)

 At educational risk students – pair with more capable students. Display activity instructions step by step on WB.

Ask ‘how can we be more accurate with our measuring?’ [lead to using a smaller unit of measure the mm]

Discuss 10mm = 1cm and relate to base ten system.

Ask students to measure their pencil as accurately as possible. What units of measure did they use? Why?

Extension students estimate and locate objects of varying lengths i.e. 30cm, 50cm, then measure to verify their estimates. Record in their Maths workbook.

Conclusion: Congratulate students on representing cm, decimetre and m on graph paper.

Check off Lesson objectives on WB.

Hand in activity sheet pack up desk area.

How can we measure slightly over or under one cm?

Why is it useful to measure in millimetres?

Scaled ruler, tape measure.

FORWARD PLANNING DOCUMENT

TERM/WEEKS:

2/ wk 1-4

YEAR LEVEL: 4

LEARNING AREA/TOPIC: Measurement and Geometry /

Using units of measurement

General Capabilities:

WESTERN AUSTRALIAN CURRICULUM

MATHEMATICS

 Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding Competence

Cross-curriculum priorities:

Sustainability

Aboriginal and Torres Strait Islander histories and Cultures

Asia and Australia’s engagement with Asia

 WEEK/ AUSTRALIAN CURRICULUM LINKS SPECIFIC LESSON ASSESSMENT (what & how) TEACHING & LEARNING EXPERIENCES (include learner diversity) KEY RESOURCES LESSON OBJECTIVE QUESTIONS N & A M & G S & P Prof Week 4 / Lesson 5 and 6 Use scaled Understanding Students select, measure and record the size of various objects choosing the appropriate unit of measure (mm, cm, m and km). Students create a poster displaying their objects, measurements and facts about measurement using Google Slide. Students select and measure various objects using the appropriate unit of measure (mm, cm, m and km): review Activity sheet 3, mark checklist. Introduction: Re-read “Millions to Millions to Measure by D Schwartz instruments to Measure” 4-page spread depicting various units in metric system (mm, cm, m, Km) and how they are related. measure and Reasoning compare lengths, Fluency masses, Watch ABC video ABC splash video http://education.abc.net.a capacities and temperatures (ACMMG084) splash http://education.abc.net.au/home#!/m edia/1759011/ showing different units used to measure different lengths. Students create a poster using Google Slide showing objects and measurements, also facts about measuring: Discuss lesson objectives and display on WB. Lesson Objectives displayed on WB. Activity: Tell students they must find at least two objects to measure using mm, two using cm, and two using metres. (Understanding and Fluency) Which unit would you use and why? Measuring Activity sheet 3 “The Right Unit for the Job”. mark finished Students use Activity sheet 3 “The Right Unit for the Job” to record the objects and their length. Students should justify why they chose that unit of measure for the object. (Reasoning) poster against Rubric. How could you

Activity:

informative and well-presented poster using Google Slide. Provide marking rubric for poster task.

an

Students

to

create

Using the ipad, students to take a photo of each object measured. Then use Google Slide to create a Measurement poster showing objects and their length in the appropriate units.

Students to look for online images of objects that can be measured in kilometres and add these to the presentation. (Reasoning)

Students to include in their poster

measurement

previous weeks.

the

facts

learned

in

 At educational risk students – can use alternative format to present information, i.e. hard copy, oral presentation. Display assessment rubric and lesson steps on WB.

Conclusion: Congratulate students on completing activity sheet and progressing with poster.

Ask students to share some of the facts they will be including in their poster.

Check off Lesson objectives on WB.

Hand in activity sheet 3.

teach others

metric system

and

measuring

length?

[informative

poster]

What have you learned about measuring and the metric system?

Marking Rubric